Navegando por Autor "Vilas Boas, Maria Erinete Reis"

Agora exibindo 1 - 2 de 2

Dimensões pedagógicas: orientações para a gestão de formação continuada de professores para Educação Profissional e Tecnológica
(2017-08-07) Vilas Boas, Maria Erinete Reis; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Maia, Dayse Peixoto; http://lattes.cnpq.br/2263562348561670
This Guide is a product of the master’s thesis “Necessary Teacher Knowledge in Continuing Teacher Education for High School Professional Technical Level”. It is an instrument created to subsidize the pedagogical sector in the contact with the teachers of the Federal Institutes as a form of approach in the handling of the teaching in the reach of the necessary teachers’ knowledge for the continued formation in the EPTNM, strengthening of a more participative management in the improvement of praxis In the day to day of the teachers. This resource (guide) reflects some issues that emerged during the course of research and deserve a re-signification of attitudes in dealing with the teaching of institutions in general. After learning about the reality through the questionnaire / interview applied to teachers, it was found that teachers encounter many difficulties, so this guide contains important information that can be adapted to the other reality of a teaching institution. It has a basic structure with the following parts: summary, presentation, objectives, target audience and four units with well-defined characteristics for an intervention.
Saberes docentes necessários na formação continuada de professores para a educação profissional técnica de nível médio
(Instituto Federal do Amazonas, 2017-03-31) Vilas Boas, Maria Erinete Reis; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Guerreiro, Elaine Maria Bessa Rebello; http://lattes.cnpq.br/7534553739735381; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Maia, Dayse Peixoto; http://lattes.cnpq.br/2263562348561670
The construction of teaching knowledge for Technical Professional Education is a constant concern in teaching and in the continuing education of this type of teaching. The importance of discussing the knowledge of teaching has become a recurring subject in the scope of the research, since the teacher interacts directly with his students, requiring these professionals an innovative action on the knowledge and their classroom practices. Considering this, our general objective was to highlight the teaching knowledge for the training of teachers of the Educação Profissional Técnica de Nível Médio (EPTNM -Technical High School Education). The locus of the research was the Instituto Federal de Educação, Ciência e Tecnologia do Amazonas - IFAM, Campus of Presidente Figueiredo - CPRF, located in the municipality of Presidente Figueiredo / AM. For the development of the research the qualitative and descriptive approaches were used, the instruments for data collection were the documentary research and the application of a questionnaire, in the form of an interview, with the study participants. Documentary research allowed us to know the institution focus, the courses offered to the community, number of enrollments and faculty. The application of the questionnaire was presential and individual. The participants of the research were 10 (ten) teachers in the technical area, whose initial training did not contemplate subjects related to pedagogy. The strategy for the analysis of the questionnaires was the content analysis by the frequency of the answers given by the participants. When analyzing the different discourses of the teachers studied, an important aspect was the relationship between the type of teaching in which it works and the construction of the teaching conceptions of these teachers. This leads to impacts on the knowledge demanded and applied in their classroom practice. It was also evidenced that most of the teachers refer to the pedagogical knowledge as a necessary knowledge to subsidize the continuous formation for EPTNM when they explain their difficulties by factors linked to the know-how, a very frequent observation in the reports of all the interviewees. The valorization of the knowledge derived from the pedagogical field and the domain of these knowledges are for the majority of teachers sufficient factors to ensure success in teaching. The course of this research helped us in the materialization of a Product, in the form of a guide, with pedagogical guidelines to support both those professionals who work in the EPTNM and the pedagogical sector.